few_shots: Example:
Problem/activity:
Find the general solution for:
$${\mathrm{cos}\left({\pi\over2}+x\right)=\mathrm{tan}{\pi\over4}}$$


Mathematical concept/skill options: 
A. Prove and apply trigonometric identities.
B. Model periodic phenomena with trigonometric functions.
C. Interpret functions that arise in applications in terms of the context.
D. Build a function that models a relationship between two quantities.
E. Define, evaluate, and compare functions.
F. Use functions to model relationships between quantities.
G. Understand the concept of a function and use function notation.
H. Analyze functions using different representations.
I. Extend the domain of trigonometric functions using the unit circle.
J. Interpret expressions for functions in terms of the situation they model.
K. Build new functions from existing functions.
L. Construct and compare linear and exponential models and solve problems.


Thought: This problem applies trigonometric identities, including the angle addition formula for cosine.
Answer: A

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: fl_problem_001894

HS
options: Solve real-world and mathematical problems involving area, surface area, and volume.

Analyze, compare, create, and compose shapes.

Apply trigonometry to general triangles.

Find arc lengths and areas of sectors of circles.

Reason with shapes and their attributes.

Understand congruence and similarity using physical models, transparencies, or geometry software.

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Draw, construct, and describe geometrical figures and describe the relationships between them.

Understand congruence in terms of rigid motions.

Understand and apply the Pythagorean Theorem.

Understand and apply theorems about circles.

Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

Understand similarity in terms of similarity transformations.

Experiment with transformations in the plane.

Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.

Explain volume formulas and use them to solve problems.

Visualize relationships between two-dimensional and three-dimensional objects.

Prove theorems involving similarity.

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

Make geometric constructions.

Translate between the geometric description and the equation for a conic section.

Use coordinates to prove simple geometric theorems algebraically.

Apply geometric concepts in modeling situations.

Graph points on the coordinate plane to solve real-world and mathematical problems.

Prove geometric theorems.

Classify two-dimensional figures into categories based on their properties.

Define trigonometric ratios and solve problems involving right triangles.
problem_activity: Narrative
The purpose of this card sort is for students to connect words and phrases to visual representations of partitioned shapes. Students begin by sorting the cards in a way that makes sense to them, and then are invited to sort the shapes based on the language that can be used to describe them. In the activity synthesis, the phrases “two of the halves” and “four of the fourths” are introduced to describe shapes where all pieces are shaded in.
Keep cards D and N available to use during the lesson synthesis.
As students sort the shape cards they look for structure, namely the number of pieces making up each shape, whether or not the pieces are equal, and the number of those pieces that are shaded (MP7).
MLR2 Collect and Display.
Circulate, listen for and collect the language students use as they describe the shapes. On a visible display, record words and phrases such as: “shaded,” “half,” “fourth,” “quarter,” “equal,” “not equal,” “whole,” “shape.” Invite students to borrow language from the display as needed, and update it throughout the lesson.
Advances: Conversing, Speaking
Required Materials
Materials to Copy
Shaded Parts Cards
Required Preparation
Create a set of Shaded Parts Cards for each group of 2.
Launch
Groups of 2
Give each group a set of cards.
“Sort your cards in a way that makes sense to you. Then explain how you sorted them.”
3 minutes: partner work time
Share responses.
Activity
“Now, sort the cards into the categories shown on your paper. Think about what words you can use to describe the shape on each card. Write the letter of each card in the space for it's category.”
5 minutes: partner work time
Student Facing
Sort the cards into categories in a way that makes sense to you. Explain how you sorted the cards.
[IMG]
Sort your cards into these categories.
Write the letter of each card in the space for its category.
A fourth or quarter is shaded
[IMG]
A half is shaded
The whole shape is shaded
[IMG]
Not equal pieces
Student Response
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Activity Synthesis
Display card J.
“How can we describe this shape?” (It is a square. It is cut into halves. The whole shape is shaded.)
“When a shape is split into halves and they are both shaded, we say the whole shape is shaded or two of the halves are shaded.”
Repeat with card E.
“When a shape is split into fourths and they are all shaded, we say the whole shape is shaded or four of the fourths are shaded.”


correct_option_index: 4